The Perception of Educational Barriers, Their Sociodemographic Correlates, and Their Relationship with Future Orientation in Italian Adolescents

Abstract

Adolescents often perceive various educational barriers that may hinder their academic engagement and future planning. These barriers, whether internal (e.g., low self-efficacy) or external (e.g., socioeconomic constraints), are shaped by both individual and contextual factors. This study aimed to examine the relationship between perceived educational barriers and future orientation among Italian high school students, with a focus on gender and sociodemographic predictors. A total of 479 students (aged 14–18) from six high schools in northern Italy completed validated measures assessing internal and external educational barriers, future orientation, and sociodemographic variables. Analyses included t-tests, Pearson’s correlations, and hierarchical multiple regression. Girls reported significantly higher internal barriers than boys, while no gender differences emerged in external barriers or future orientation. However, being female, having lower parental education, lower perceived social status, and lower future orientation were all significantly associated with higher overall perceived barriers. Regression analysis confirmed that gender, parental education, and perceived social status predicted perceived barriers, with future orientation adding independent explanatory power. These findings highlight the need for educational interventions that address both structural inequalities and internal psychological barriers. Enhancing future orientation and academic self-efficacy may help reduce perceived barriers, particularly among girls and socioeconomically disadvantaged students.